Tutor Evaluation by Self-Assessment for Chabot College Tutorial Instructional Program

Natson, Charles R.

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• Publié par: Shewyer
• Nombre de lectures: 39
• Langue: English

Extrait

Tutor Evaluation by Self-Assessment for Chabot College Tutorial Instructional Program

by Charles Russell Natson

ISBN: 1-58112-031-1

DISSERTATION.COM

1998

Copyright © 1998 Charles Russell Natson All rights reserved.

ISBN: 1-58112-031-1

DISSERTATION.COM 1998

TUTOR EVALUATION BY SELF-ASSESSMENT

FOR

CHABOT COLLEGE TUTORIAL INSTRUCTIONAL PROGRAM

A Dissertation Presented to

The Faculty of Northern California Graduate University

In Partial Fulfillment

Of The Requirements For The Degree

Doctor Of Philosophy In Higher Education

by

Charles Russell Natson

San Mateo, 1998

The Dissertation of Charles Russell Natson

is approved and is accepted in quality and form:

Northern California Graduate University

San Mateo, 1998

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Abstract of the Dissertation TUTOR EVALUATION BY SELF-ASSESSMENT FOR CHABOT COLLEGE TUTORIAL INSTRUCTIONAL PROGRAM

by Charles Russell Natson

Doctor of Philosophy in Higher Education Northern California Graduate University San Mateo, CA. 1998

Society’s evolving perception of the role of and value of higher education relates to education’s role in employment. Employment is the most cited reason for school completion. The creation of peer tutoring programs was to improve the academic performance of underprepared students. This study evaluated tutors registered in the Tutorial Training Course T-15 at Chabot College, Hayward, California. The Tutor Evaluation and Self-Assessment Tool (TESAT) was utilized to measure the tutors’ performance. Thirty tutors performed the pre- and post-assessments. The instructor also evaluated the tutors with the TESAT, after the tutors’ post-assessments to investigate the relationship between the tutors’ and their instructor’s perception of their tutorial skill.

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The tutors rated themselves as being proficient. There was a moderate

correlation between the tutors’ and the instructor’s assessments. Attempts are

currently being made to certify Chabot College’s Tutorial Instructional Program

with the College Reading and Learning Association. This certification in the field

of tutorial education will assist the enhancement of the tutoring profession.

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Acknowledgments

The following acknowledgments are to state for the record that any problems with this work are the sole responsibility of this author, and not the responsibility of the following family and friends that have worked so hard to see this work come to fruition.

First and foremost I would like to thank my ancestors, for without their blessing this effort could not go forward. I give special thanks and love to my wife, Harveyette, for her patience, understanding and love for over thirty-one years, particularly the last five years. I also give thanks to my son, N’Gai, for never failing to make me laugh when the going got tough; to my daughter, Anika, who believed that her Dad could do no wrong and gave encouragement when I was struggling; and to Elza Minor, my friend for over forty years, who suggested to me that it was time to get my first graduate degree.

To Dr. Joe Canton, Dr. Sylvia Shue, and Dr. Sarah Lovett (Chair of the Doctoral Advisory Committee).

Dr. Canton guided me through the maze of Doctoral land mines and I will be forever thankful. Dr. Sylvia Shue, main cheerleader, counselor, research advisor, spiritual gatekeeper, and overall great person. The following people have also given of themselves freely and enthusiastically: Dr. J. E. (Penny) Saffold, Dr. Phillip McGee, Dr. David Shipp, and Dr. Ruth Self.

And lastly to my many friends and family members, too numerous to mention, who supported me in my struggles, I am in your debt. Please know that I thank you all for your kindness and support.

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Dedication

In memory of my Mother, Lillian Ford Natson Maury.

Mother was the most inspirational figure in my life. During my early childhood years, she instilled in me the notion that I would be an educator and would be in the service of serving young people. It was her vision of me that helped shape my ideas of what education should be, to take a student where he or she might be and proceed to teach from that perspective. I give thanks to the Creator and my Mother.

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Doctoral Dissertation Charles Russell Natson Northern California Graduate University

TABLE OF CONTENTS SIGNATURE SHEET  ...................................................................................................ii ABSTRACT .................................................................................................................. iii ACKNOWLEDGMENTS  .............................................................................................v DEDICATION  ..............................................................................................................vi

TABLE OF CONTENTS  ..............................................................................................viii LIST OF TABLES  ........................................................................................................x

Chapter I.INTRODUCTION  ..................................................................................................1 Background of Need for Peer Tutors ..................................................................... 1 Statement of the Problem and Purpose of the Study .............................................. 2 Justification and Implications  ................................................................................4 Research Questions  ................................................................................................6 Definition of Terms and Operational Definitions .................................................. 7 Limitations of Study ............................................................................................... 8 IILITERATURE REVIEW  .......................................................................................9 Call for Higher Educational Standards .................................................................. 9 Changes in Academic Developmental Education .................................................. 11 Interactive Learning ............................................................................................... 16 A New Model at City University of New York ..................................................... 17 A Recent History of Peer Tutoring ........................................................................ 19 Peer Tutoring for Adult Literacy  ............................................................................20 Use of Small Groups in Adult Literacy .................................................................. 22 Adult Literacy and Limited English Proficiency .................................................... 23 III.METHODOLOGY  .................................................................................................26 Research Design and Sample Population ............................................................... 26 Instrumentation ...................................................................................................... 27 Data Collection . ..................................................................................................... 30 Data Analysis ......................................................................................................... 32

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IV. FINDINGS ............................................................................................................. 37

Overview of Findings of the Study ........................................................................ 37 Descriptive Statistics on Each TESAT Item .......................................................... 37 Descriptive Statistics for Clustered Strategies . ...................................................... 66 Descriptive Statistics and Correlation for Overall TESAT .................................... 68

V. DISCUSSION ........................................................................................................ 71

Introduction ............................................................................................................ 71 Item 11c  ..................................................................................................................73 Conclusions and Recommendations ...................................................................... 73

APPENDICES  ...............................................................................................................75

Appendix A: Letter Requesting Support for TESAT Administration .................. 75 Appendix B: TESAT ............................................................................................. 75 Appendix C: Demographic Request ..................................................................... 76 Appendix D: Overlooked Cluster Frequency, Percent, and Histogram ................ 81 Appendix E: Needed Training Cluster Frequency, Percent, and Histogram ......... 82 Appendix F: Social Interaction Cluster Frequency, Percent, and Histogram ....... 83 Appendix G: Certification Request ....................................................................... 84

REFERENCES .............................................................................................................. 86

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